Check-in/check-out (CICO) is a Tier 2 behavioral management system in the School-wide Positive Behavior Support (SWPBS) framework, which is widely used in Western schools. However, this system is not currently used in public schools in mainland China, mainly because of the large class sizes. This study redesigned CICO to facilitate its…

Tootling is a classwide, peer-mediated intervention created to encourage desired classroom behaviors and enhance students' awareness of classmates' incidental prosocial behaviors (Cashwell et al., 2001; Skinner et al., 2000). This intervention was named Tootling by combining the word "tattling," which is a type of peer reporting, and the…

Student behavioral problems are a concern among educators in Cyprus. Policy and practice measures implemented in Cyprus have primarily focused on addressing problem behaviors at the individual level. Recently, behavior support implementations have occurred at a schoolwide level. This mixed methods study presents the results of two model…

Inappropriate behaviors often occur in non-classroom settings, such as lunchrooms, due to the increased volume of students with fewer supervising adults. As such, there is a need for effective and efficient behavior management interventions that can be implemented in these environments. To address frequent disruptions in an urban elementary…

The current study used an ABAB design to evaluate the effects of a school-based mindfulness-based intervention (MBI) on the classroom academic engagement of three elementary school students. Specifically, the study investigated the Soles of the Feet MBI delivered in a small group format at the Tier 2 level. Findings were mixed, as one student…

This qualitative comparative case analysis aimed to examine the social, emotional, behavioral, and environmental factors that impact elementary students' ability to improve their academic skills. This research looked to identify the problem and the number of students struggling with academic, behavioral, and emotional concerns. Studies show that…

The objective of this project was to learn what elements of a systemic-focused implementation guide are key to facilitating the involvement of families and faculty in rural southeastern North Carolina elementary schools as an intervention to reduce the use of exclusionary discipline for children's externalized behavior in school. Guided by the…

The success of all students in schools, including students with learning differences, is contingent on how schools operationalize universally designed instruction, positive behavior support, and data-based decision-making for individualized and group-level interventions. When schools have fully functional multi-tiered systems of support (MTSS)…

School districts across the nation experience student behavior problems resulting in office discipline referrals, suspensions, and time spent away from instruction. This study examined the implementation (with fidelity based on the Tiered Fidelity Instrument) of positive behavior interventions and supports (PBIS) at the Tier 1 level and the…

This study evaluated the implementation of the school-based Prevent-Teach-Reinforce (PTR) model within multi-tiered systems of support (MTSS) for elementary school students engaging in high levels of problem behavior. Three students and their classroom teachers in two public schools participated in the team-based PTR process during which they…

Various investigations have applied meditation protocols in the school context, with beneficial effects. Transcendental meditation, however, received little attention in primary school settings and few controlled studies are available. The present study is aimed: 1) to investigate the implementation of a school protocol (Quiet Time-QT) based on…

As universal social-emotional learning (SEL) programs have become more common in K-12 schools, implementation practices have been found to affect program quality. However, research examining how multiple facets of program implementation interrelate and impact student outcomes, especially under routine conditions in schools, is still limited. As…

Check in-check out (CICO) is a widely used and studied behavioural intervention. Although CICO is an effective way to support pupils' behaviour in a school context, not all pupils benefit from basic CICO. A single-case experimental study was designed to evaluate the effects of CICO Plus support (CICO Plus) for participants whose behaviour was…

Children with serious problem behaviors pose a challenge for school staff to maintain safe and productive learning environments. Eloping, often called running, bolting, or absconding, from the classroom disrupts learning environments and requires significant attention and time from staff. Existing interventions to address elopement behavior lack…

The failure of Positive Behavior Interventions & Supports® (PBIS) to resolve behavior issues among primary grade students at a single charter elementary school in the southeastern United States was the problem that guided this study. The purpose of this basic qualitative study was to explore how primary teachers and administrators identified…